Novice Supervisors' Practices and Dilemmatic Space in Supervision of Student Research Projects

Autor/inn/en	Vereijken, Mayke W. C.; van der Rijst, Roeland M.; van Driel, Jan H.; Dekker, Friedo W.
Titel	Novice Supervisors' Practices and Dilemmatic Space in Supervision of Student Research Projects
Quelle	In: Teaching in Higher Education, 23 (2018) 4, S.522-542 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vereijken, Mayke W. C.) ORCID (van der Rijst, Roeland M.) ORCID (van Driel, Jan H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2017.1414791
Schlagwörter	Supervisors; Supervisory Methods; Supervisor Supervisee Relationship; Student Research; Student Projects; Interviews; Beginning Teachers; Teacher Attitudes; Research Universities; Foreign Countries; Undergraduate Students; Netherlands + Suchen Sie Ihr Suchwort? Studentenforschung; Schulprojekt; Interviewing; Interviewtechnik; Junior teacher; Junglehrer; Lehrerverhalten; Forschungseinrichtung; Ausland; Niederlande
Abstract	Growing interest in student research projects in higher education has led to an emphasis on research supervision. We focus in this study on novice supervisors' approaches to research supervision as they explore their practices and experience difficulties supervising medical-students. Teacher noticing was used as a sensitising concept and relations with teacher dilemmas were explored in the research supervision context. To provide in-depth insights into supervisors' practices and pedagogical choices, twelve stimulated recall interviews with supervisors were analysed. The supervisors were involved in individual undergraduate or master degree student research projects at a research-intensive university. Analysis revealed four kinds of dilemmas which may influence research supervision practices, namely questions regarding regulation, student needs, the student-supervisor relationship and supervisors' professional identity. We explain the relationship between novice supervisors' practices and dilemmas in detail. Implications are given to enhance initiatives for professional development of supervisors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01